Bao, Lei (2008).A flexible homework method. American Association of Physics Teachers. 76, 878-881.
This article takes a critical look at the traditional homework model (the problem set and answer key) that is used in most large introductory physics courses in college. The researchers surveyed students in these types of courses to determine what their thoughts and feelings were about their homework. The researchers discovered that most students felt an intense disconnect between their homework and their understanding of the material in the class. In other words, students viewed their homework as a chore and not as a means to achieve a greater understanding of the material. The researchers then introduced a new approach to homework, one which was designed to force the students to take a more active role in the homework process. The key features of this new approach to homework were the following: solutions were given in advance, more questions were given then were required to be answered (students were provided a list of 30 problems but required to only answer 10), and each question was rated for its difficulty. This design was to allow for timely feedback and effective practice of problem solving strategies, allow students to personalize their learning, and to allow students to monitor their own progress. In addition, students were not graded based on the number of correct answers they were graded based upon the completeness of their answers and the difficulty of the questions chosen. The researchers experimented with different variations on this method and used a survey to compare the students attitudes and final grade to the method used. The researchers concluded that a mixture of problems with solutions and without solutions is the most effective approach for a more flexible homework model.
Although this research was geared toward the college level I believe that aspects of it can be encorporated into the high school classroom. Every opportunity must be taken to force students to become active participants in their learning process. I was relieved to see that the researchers didn't just match student opinions to their homework model because just because a student likes a particular method does not necessarily mean that it is an effective technique. Instead the authors matched the student's final average in the class to their particular homework model.
I will definitely be adapting the ideas outlined in this article for use in my high school classroom.
This article takes a critical look at the traditional homework model (the problem set and answer key) that is used in most large introductory physics courses in college. The researchers surveyed students in these types of courses to determine what their thoughts and feelings were about their homework. The researchers discovered that most students felt an intense disconnect between their homework and their understanding of the material in the class. In other words, students viewed their homework as a chore and not as a means to achieve a greater understanding of the material. The researchers then introduced a new approach to homework, one which was designed to force the students to take a more active role in the homework process. The key features of this new approach to homework were the following: solutions were given in advance, more questions were given then were required to be answered (students were provided a list of 30 problems but required to only answer 10), and each question was rated for its difficulty. This design was to allow for timely feedback and effective practice of problem solving strategies, allow students to personalize their learning, and to allow students to monitor their own progress. In addition, students were not graded based on the number of correct answers they were graded based upon the completeness of their answers and the difficulty of the questions chosen. The researchers experimented with different variations on this method and used a survey to compare the students attitudes and final grade to the method used. The researchers concluded that a mixture of problems with solutions and without solutions is the most effective approach for a more flexible homework model.
Although this research was geared toward the college level I believe that aspects of it can be encorporated into the high school classroom. Every opportunity must be taken to force students to become active participants in their learning process. I was relieved to see that the researchers didn't just match student opinions to their homework model because just because a student likes a particular method does not necessarily mean that it is an effective technique. Instead the authors matched the student's final average in the class to their particular homework model.
I will definitely be adapting the ideas outlined in this article for use in my high school classroom.
Paul J